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A Syllabus Design Basic Guide in “Inglés Programación Didáctica”

A Syllabus Design Basic Guide in “Inglés Programación Didáctica”

A Syllabus Design Basic Guide is to be included very soon in our book:

Candidates speak, we listen

Today I received this nice email:

Good morning Paloma, I’m a devoted reader of your work Programación Didáctica, published in April last year. It’s a superb book as it is very well-written and clear. [… ] Your book represents my pillar in my preparation as it is well-explained, well-constructed and illustrative. I want to express my acknowledgement regarding your superb work.
As you may know, my books are available in bookshops and also on Amazon, where I saw

this rating and this comment

3,0 de 5 estrellas Mejorable    el 16 de febrero de 2018
Tiene cosas interesantes, pero mucha teoría pedagógica y poca aplicación práctica. Si alguien compra este libro partiendo de cero para saber cómo se elabora una PD probablemente termine el libro todavía sin una idea demasiado clara.

How can I help?

…So, I started thinking how I can help those who, like this candidate, think that there is too much “theory” and little practical implementation. And I decided to include in the book

A Syllabus Design Basic Guide

 which is one of the elements I have included both in the Poppies Foundation Course  and the Syllabus Design Course
This will be included in the book, but in the meantime, if you buy or have bought the book before the Guide is included, you can get in touch with me or with the Publishers and ask for access to a copy.
Here I am including the first page of what you will find in the Guide or Framework:

1.      Introduction

In this section, you can contextualise your syllabus design and include the bases for it, i.e. the legal documents, the school documents and the students.

1.1.     Legal documents

Here you will be stating the Acts, Royal Decrees, Decrees, Orders, etc. and other documents (School Education project, etc.) which are the framework for your syllabus design. You will find a connection to the different pieces of legislation in the Google Drive Link. Let me know if something you need is missing, please.

Part V of “Inglés Programación Didáctica

In any case, Part V of “Inglés Programación Didáctica” includes an English version of current legislation for the whole of Spain. Pages 191-193 give you a list of the Orders and Decrees for the different autonomous regions.

the Common European Framework

Just as important, if not more than the legislation at this stage, it is to consider what the Common European Framework says. Also, have a look at Part II Practical Guidelines (pages 83-84) and Part III A sample (page 103) of Inglés Programación Didáctica to check how the decree for Madrid has been included in the sample syllabus.

Take into account that, in the design of our syllabus we follow

a pyramid, or a ladder if you prefer:
  • The Official Curriculum for the whole of Spain (Royal Decree) and, in the case of EFL, very much in line with the CEFR.
    • The specification of the official curriculum taking into account the peculiarities of the Autonomous Region (Order from AR) and all the other documents issued by the Autonomous Regions governing assessment, etc.
      • School Documents: A further specification of the above, where the school states their education project and describes the facilities, type of students, programmes, etc.
        • English Department. Based on the above and depending on the specific school, the department draws up a common syllabus for English for that specific school.
          • Our syllabus: Drawing on all the above, we start designing our syllabus, for a specific group of students, which implies that it is open and flexible. That is, it may vary as to what to teach and when and how to do it. In any case, this is YOUR syllabus: personalise as much as you can, drawing on your personal experience.

I hope the Guide helps you to personalise your syllabus. And do let me know if I can be of further help


Desde sus orígenes, el objetivo de PoppieS es ayudarte en la preparación de la oposición a profesores de inglés y contribuir a que la escuela pública ofrezca la enseñanza de calidad –de y en lengua inglesa– que tus alumnos necesitan en el s. XXI

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